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931.
932.
From the first studies of wearables inside MIT’s Media Lab decades ago to the smartwatches and smartglasses sold these days as consumer devices, wearables provide clues to better understand new paths to record and distribute information. Google Glass was one of the first immersive products, allowing users to capture and stream information to the Web, creating screen-based micro-interactions displayed in front of the user’s eye or sent to their smartphone. The first-person perspective is not new, but network-enabled Glass creates a novel state of streamed information and images, potentially making the journalist an avatar of the audience. Possibilities also lay in the development of Glass-specific ambient or calm communications—providing users with seamless information updates. Our study explores how Glass, attached to the head of the journalist-broadcaster, creates alternative behaviours in those captured due to its almost-invisible camera. These and other aspects of Glass will be explored during this paper, recalling experiences made across multiple test beds in the United Kingdom, Porto Alegre, Brazil and the Sahara Desert. The lessons acquired from these experiences allow us to understand not only new ways to inform, but new relationships between journalists, newsrooms and the public. 相似文献
933.
André P. Grace 《International Journal of Lifelong Education》2016,35(1):51-73
Political, cultural and social fallout following the introduction of the anti-homosexuality bill in Uganda in 2009 intensified fabrication of an anti-gay public pedagogy of negation and nemesis that fuelled the passage of the Anti-Homosexuality Act, 2014. The Government of Uganda, conventional Anglicanism and US evangelical Christianity were all implicated in developing this homophobic public pedagogy. This article provides an extensive account of what transpired to result in prohibition of lifelong learning focused on Ugandan sexual minorities. In the face of this prohibition, the article calls for lifelong learning as critical action constructed as strategic public counter-pedagogy aimed at recognizing and accommodating sexual minorities in the face of homophobia. This critically progressive counter-pedagogy would include a pragmatic turn to comprehensive health education as a starting point for inclusive, holistic learning. The article also considers the important role that media could play in this work. It explores contemporary realities of advancing and deploying lifelong learning as critical action in Uganda, examining the current dire state of education in the nation. It concludes by considering the status of Uganda’s tenacious quest to entrench gay apartheid amid what is now a growing trend toward global gay inclusion. 相似文献
934.
Christine Lotter William S. Harwood J. José Bonner 《Journal of Science Teacher Education》2006,17(3):185-216
This paper examines the summer component of a year-long professional development program. The program was developed based
on recent models of effective professional development that indicate that teachers should guide the direction and focus of
the professional development program. Specific activities in the summer program were adapted from a long-running, successful
program for university faculty development. In this study we explore the conceptions of inquiry teachers developed during
the program, as well as the products teachers created. The discrepancies between program goals and the teachers’ products
and conceptions are described and reasons for these differences explored. The results suggest that engaging teachers in identifying
key issues in their own professional development is an effective strategy. 相似文献
935.
Annie Bérubé Julie Ruel Johanne April André C. Moreau 《The Journal of educational research》2018,111(4):398-403
Entry into school represents as much a challenge for children as it does for their parents. The authors examined the ways in which transition practices help children and their families feel prepared for school entry, as measured by the child's emotional adaptation during the first days in class and the family's sense of being prepared for this transition. Data were collected from a sample of 412 parents. The results indicate that children's emotional adaptation during the first days in school is related to their families' preparedness for school entry. Moreover, families' preparation is partly explained by the number of transition practices perceived by the parents. These data support the importance of transition practices in the preparation of the family as a unit. Transition practices could serve to reassure parents and their children that the school is ready to welcome them. 相似文献
936.
Multicultural school psychology training: An examination of students’ self‐reported course outcomes 下载免费PDF全文
This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research. 相似文献
937.
Florence Le Hebel Andrée Tiberghien Pascale Montpied Valérie Fontanieu 《International Journal of Science Education》2019,41(11):1517-1540
This study focuses on the teachers’ predictions of the students’ performances – in particular the middle-low achievers – while solving tasks testing inquiry competencies. The tasks come from PISA science. More specifically we study science teachers’ predictions for several aspects: levels of difficulty of the tasks, the potential sources of difficulty and the potential difficulty in solving it for medium-low achievers. We also study what assessed competencies are identified by science teachers in the tasks. Our approach is a questionnaire-based study. A sample of French teachers in science and technology (125) responded to the questionnaire. The teachers show a rather good ability to predict inquiry task levels of difficulty for medium-low achievers and are able to identify relevant potential sources of difficulty or easiness in the items. However, they are not aware of some essential difficulties that medium-low students encounter while solving science inquiry tasks. Moreover, the teachers have difficulty identifying the competencies that are tested by an item. 相似文献
938.
José Camilo dos Santos Filho 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(5):391-403
Brazilian society is beginning a new historical period in which the principle of decentralization is beginning to predominate over centralization, which held sway during the last 25 years. In contrast to recent Brazilian history, there is now a search for political, democratic and participatory decentralization more consonant with grass-roots aspirations. The first section of this article presents a brief analysis of some decentralization policies implemented by the military regime of 1964, and discusses relevant facts related to the resistance of civil society to state authoritarianism, and to the struggle for the democratization and organization of civil society up to the end of the 1970s. The second section analyzes some new experiences of democratic public school administration initiated in the 1970s and 1980s. The final section discusses the move toward decentralization and democratization of public school administration in the new Federal and State Constitutions, and in the draft of the new Law of National Education.
Zusammenfassung Die brasilianische Gesellschaft beginnt einen neuen Abschnitt in ihrer Geschichte, in dem das Prinzip der Dezentralisierung über die in den letzten 25 Jahren vorherrschende Zentralisierung dominiert. Im Gegensatz zur jüngsten brasilianischen Geschichte wird nunmehr eine politische, demokratische und partizipatorische Dezentralisierung gesucht, die mit den regionalen Bestrebungen besser vereinbar ist. Der erste Teil dieses Artikels enthält eine kurze Analyse einiger 1964 vom Militärregime eingeführter Dezentralisierungmaßnahmen und untersucht relevante Fakten, die mit dem Widerstand der zivilen Gesellschaft gegen die Staatsgewalt und mit dem Kampf um Demokratisierung und eine Organisation der zivilen Gesellschaft bis Ende der 70er Jahre zusammenhängen. Im zweiten Teil werden einige neue Erfahrungen den in der 70er und 80er Jahren eingeführten Verwaltung öffentlicher demokratischer Schulen analysiert. Im Schlußteil geht es um die Entwicklung zur Dezentralisierung und Demokratisierung der öffentlichen Schulverwaltung in den neuen Bundes- und Staatsverfassungen und im Entwurf des neuen Gesetzes zu Nationaler Bildung.
Résumé La société brésilienne entame une nouvelle ère historique caractérisée par une prédominance du principe de décentralisation sur celui de centralisation, qui a prévalu durant les 25 dernières années. Par comparaison à l'histoire brésilienne moderne, on vise actuellement une décentralisation politique, démocratique et fondée sur la participation, qui soit plus en harmonie avec les aspirations du peuple. La première partie du présent article contient une brève analyse des politiques de décentralisation appliquées par le régime militaire de 1964, et discute les faits pertinents relatifs à la résistance de la société civile à l'autoritarisme de l'Etat, et à la lutte pour la démocratisation et l'organisation de la société civile jusqu'à la fin des années 70. La deuxième partie analyse quelques expériences récentes concernant la démocratisation de l'administration de l'école publique, inaugurée dans les années 70 et 80. La dernière partie examine le passage à la décentralisation et à la démocratisation dans l'administration de l'école publique dans la nouvelle constitution fédérale et dans celles des Etats fédérés, ainsi que dans le nouveau projet de loi sur l'Education nationale.相似文献
939.
940.
Relationships between teachers' biographical experiences and their beliefs and practices have become central concerns in the
area of teacher life history and teacher socialization research. Unfortunately, few teachers from cultural minority backgrounds
have been included in this research. In the present study, the life and career narratives of two Chicana teachers are examined
in order to identify the influences of biographical experiences on how they define their teacher role identity. In recognition
of and building from the narrative form of the written and interview data from which the life and career narratives are constructed,
teacher role identity is defined as a narratively constructed self-image that presents an identity-in-action in which teachers'
competence to act is demonstrated through their actions across various occupational challenges and demands. The competence
to act is the product of teachers' biographical experiences and is based on the appropriation of family values through which
the case study teachers make connections between their family socialization and their current professional educator role. 相似文献